Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text.

By C. Kardash, K. L. Howell. 2000

289 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2010cfa68a2279f69941009cd00e1590f5bfb7cb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The role of need for cognition and reader beliefs in text comprehension and interest development (2007, background): “…the two variables was motivated by a growing body of evidence indicating the important roles they played in cognitive endeavors, including learning from text and comprehension (Cacioppo, Petty, Feinstein, & Jarvis., 1996, Kardash and Howell, 2000, Schommer, 1993, Schommer, Crouse & Rhodes, 1992).”
Reader and text factors in reading comprehension processes (2011, unknown): “…読書プロセスが読書成果につながる因果的な関連がある (e.g. Goldman & Varma, 1995; Kintsch, 1988; Trabasso & Suh, 1993) ため、成果とプロセスの区別は重要読み手の特徴、テキストの性質、読書の状況によって、理解の成功・失敗は影響を受ける (Britton & Graesser, 1996; Van Oostendorp & Goldman, 1999) …”
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, unknown): “Later, quite a few other studies have linked personal epistemology to text comprehension (e.g., Buehl & Alexander, 2005; Kardash & Howell, 2000; Kardash & Scholes, 1996; Mason & Boscolo, 2004; Schommer, Crouse, & Rhodes, 1992; Schommer & Walker, 1995; Schraw, Bendixen, & Dunkle, 2002), with this…”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “Specifically, research on the relationship between epistemological beliefs and the reading of single texts indicates that less sophisticated beliefs about the nature of knowledge and knowing may be related to poorer comprehension performance (eg, Buehl & Alexander, 2005 ; Kardash & Howell, 2000 ; ”
Handbook of Epistemic Cognition (2016, background): “…2013; Ferguson & Bråten, 2013; Mason & Scirica, 2006; Nussbaum, Sinatra, & Poliquin, 2008), and (b) certainty of knowledge, which negatively predicts resolving global ambiguities (Kardash & Howell, 2000) and willingness to engage in argumentation (Bell & Linn, 2000; Nussbaum & Bendixen, 2003).”